Explain in detail the steps to multiply a fraction by another fraction. Which of the following types of items is this example?
a. Selected-response item
b. Item-content item
c. Constructed-response item
d. None of the above
Ques. 2When the categories norm-referenced or criterion-referenced are referred to as tests, what is misleading about this?
a. They refer to the interpretation of test results.
b. They refer to the test development.
c. They refer to the test construction.
d. Nothing, both are classifications of tests.
Ques. 3A table of specifications lists four objectives to be tested at the first three levels of Bloom's taxonomy (Knowledge, Comprehension, and Application). If each objective received about the same instructional emphasis, and all levels are to be assessed equally, about how many items on a 50-item test should be written for Objective 1 at the Knowledge level?
a. 3
b. 4
c. 8
d. 12
Ques. 4An objective that states, Students will memorize the 50 states, would likely be considered ______________in scope and at a ____________ level of Bloom's taxonomy.
a. Broad; analysis
b. Broad; comprehension
c. Narrow; knowledge
d. Narrow; evaluation
Ques. 5An objective that states The student will be able to trace the development of American legal structure based on the Bill of Rights and Declaration of Independence, would likely be considered ______________in scope and at a ____________ level of Bloom's taxonomy.
a. Broad; analysis
b. Broad; comprehension
c. Narrow; knowledge
d. Narrow; evaluation
Ques. 6An objective that requires a student to list the capital for each U.S. state would likely be considered ________ in scope and at a __________ level of Bloom's taxonomy.
a. Broad; application
b. Broad; comprehension
c. Narrow; knowledge
d. Narrow; comprehension
Ques. 7Consider the following statements regarding test-preparation. Which one is not accurate?
A. Appropriate test-preparation will simultaneously improve students' test scores as well as students' mastery of the knowledge and/or skills represented by the test.
B. If relatively brief, generalized test-taking preparation focused on such skills as how to manage one's time during test-taking is quite appropriate.
C. If teachers simultaneously direct their instruction toward a test's specific items and the curricular aim on which the test is based, this constitutes appropriate test preparation.
D. If teachers adhere to the ethical norms of the education profession while preparing their students, this is an important ingredient in appropriate test-preparation activities.
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